Evaluation of the Analysis of Classroom Practices of Future Moroccan Teachers

Abstract

The Moroccan education system has undergone several reforms, the latest reform aimed at improving the qualifying training of future teachers by integrating the basis of the teaching profession professionalization; which requires the development of professional competencies. In fact, the future teacher must learn to take a critical look at his classroom practices, to describe his professional gestures and to analyze his teaching practices in order to assess their efficiency. However we can ask the following question: is the future teacher trained in such a way able to question his classroom practices constantly? To answer this question, we developed an analysis grid of teaching practices, which was addressed to primary school trainees, within the city's Regional Center of Education and Training Professions of Fez in Morocco, in order to analyze the teaching practices of a future teacher in full action by peers, this analysis is made based on viewing a video capsule. The processing of the data collected from the grid revealed that the majority of these future teachers have not been able to acquire the capacity to analyze these teaching practices in an efficient manner. The use of the analytical grid has been of crucial importance in determining the profile of future teachers capable of competently exercising their teaching profession.